Linking The Watsons Go to Birmingham—1963 and Expository Texts: Cultivating Preservice Teachers Toward Culturally Relevant Literacy Practices

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Abstract

This study examines a pre-service teacher’s experiences in a reading methods course and corresponding practicum in an underserved Metro Detroit school. Examined are ways in which the key informant’s cooperating teacher’s practice, in conjunction with models in a methods course can inspire the enactment of Cognitive Strategy Instruction (CSI), varying participation discourses, and willingness to improvise and elicit discussion of difficult topics. Key informant perspectives and student reactions will be documented to display the potential for linking The Watsons go to Birmingham-1963 and expository texts in a manner that is culturally relevant and evokes talk about race that elicits deep comprehension.

Author

• Kirsten D. Hill, University of Michigan - Dearborn